Irregular Verbs, Future Tense

Overview

Building on Lesson 1, students deepen their understanding of Spanish future tense by exploring common irregular verbs. Through interactive games, partner work, and a dyslexia-friendly worksheet, students practice conjugating verbs like tener, poder, and hacer in the future tense.

Learning Intentions

• Students will be able to identify and conjugate high-frequency irregular verbs in the Spanish future tense.
• Students will be able to distinguish irregular future tense stems from regular ones.
• Students will be able to use irregular future tense verbs in meaningful spoken and written sentences.
• Students will be able to apply peer teaching strategies to reinforce their own understanding.

Success Criteria

• I can name at least eight common irregular future tense verbs and their stems.
• I can correctly conjugate irregular verbs across all six subject pronouns.
• I can use irregular future tense verbs in original sentences with accurate agreement.
• I can explain to a partner why a verb is irregular in the future tense.

Curriculum Links

• IB MYP Language Acquisition — focus on form and meaning, developing accuracy in written and spoken language
• IB MYP Key Concept: Communication — using language purposefully to convey meaning
• IB MYP Related Concept: Conventions — understanding grammatical rules and how they shape expression
• IB MYP Approaches to Learning — collaboration and communication skills through partner and peer-teaching activities

Lesson Structure (45 minutes)

0–5 min — Warm-Up Review Display five regular future tense sentences on the board with blanks. Students call out answers aloud as a quick whole-class recap of Lesson 1. This activates prior knowledge and sets the stage for today's contrast with irregular verbs.

5–15 min — Direct Instruction: Irregular Stems Using a projected anchor chart, introduce the 12 most common irregular future tense verbs grouped by stem pattern (e.g., tener → tendr-, poder → podr-, hacer → har-). Walk through conjugation of two verbs together as a class, then have students copy the chart into their notes using the dyslexia-friendly reference handout (OpenDyslexic or Arial font, generous line spacing, color-coded stem changes).

15–22 min — Conjugation Race (Interactive Game) Divide the 13 students into pairs (one group of three). Each pair receives a set of verb cards and a conjugation grid. Teacher calls out a subject pronoun and an irregular verb; pairs write the correct conjugation on a small whiteboard or paper and hold it up. First pair to show the correct answer earns a point. This low-stakes game builds automaticity and keeps energy high.

22–32 min — Partner Practice with Dyslexia-Friendly Worksheet Students work in pre-assigned pairs — advanced learners partnered with peers who need additional support — to complete a structured worksheet. The worksheet includes fill-in-the-blank sentences, a conjugation table, and a short translation section. Advanced learners are asked to guide their partner by asking prompting questions rather than giving answers. Students who need extra scaffolding have a reduced verb list and a partially completed conjugation table included on the same sheet.

32–40 min — Guided Practice Check Bring the class back together. Go over four or five worksheet items as a group, cold-calling pairs to share responses. Address common errors on the board, reinforcing the distinction between irregular stems and regular infinitive endings. Students self-correct using a different color pen to visually track growth.

40–45 min — Exit Ticket Each student independently writes three sentences about their plans for next weekend using three different irregular future tense verbs. Collect exit tickets as a formative snapshot of individual understanding before Lesson 3.

Resources

• Projected anchor chart: irregular future tense stems grouped by pattern
• Dyslexia-friendly reference handout (Arial or OpenDyslexic font, 1.5 line spacing, color-coded)
• Dyslexia-friendly worksheet with fill-in-the-blank, conjugation table, and translation tasks
• Verb card sets for the conjugation race (one set per pair)
• Small whiteboards or quarter-sheets of paper for the game
• Dry-erase markers or pens
• Different color pens for self-correction
• Exit ticket slips (half-sheet, pre-printed)
• Board or projector for live modeling

Assessment

• Conjugation race responses provide real-time informal data on whole-class understanding of irregular stems.
• Completed worksheets are reviewed by the teacher after class to identify pairs or individual students needing targeted support in Lesson 3.
• Exit tickets serve as individual formative assessment, directly informing the structure of the final lesson in this unit.

Differentiation

Support:

• Struggling learners receive a worksheet with a partially completed conjugation table and a reduced list of six priority verbs rather than twelve.
• Sentence frames on the exit ticket ("El año que viene, yo _____ [verb]...") reduce the writing burden while still requiring correct conjugation.

Extension:

• Advanced learners take on a peer-teaching role during partner practice, using Socratic questioning to guide rather than tell.
• For the exit ticket, advanced students write five sentences and include at least one negative statement and one question using irregular future tense verbs.
• A short story challenge (homework or fast-finisher task): write an 8–10 sentence story set in the future using a minimum of five irregular and three regular future tense verbs, building toward the Lesson 3 culminating task.

EAL/SEN:

• The dyslexia-friendly handout and worksheet are available to all students by default; no student needs to self-identify to receive accessible materials.
• Verbal conjugation responses during the game are accepted alongside written ones, allowing students with writing difficulties to demonstrate understanding orally.